@techreport{oai:u-sacred-heart.repo.nii.ac.jp:00001173,
 author = {林, 真樹子 and Hayashi, Makiko},
 month = {},
 note = {20772221, 聖心女子大学, This proposed research study was planned and implemented over the span of four fiscal years, tracking primary school aged students from grades three to six learning in an inclusive educational setting in Cambodia. Its overall aim was to undertake an empirical investigation to explain the distribution and dynamics of social and emotional as well as cognitive skills from the sociological perspective of non-disabled pupils learning together with disabled peers.
To be specific, it has observed notable and evident progress of skills formation, placing emphasis and rationale on modern values which may or not have further impacts on academic skills of students without disabilities on grounds of both quantitative and qualitative analyses.

Two major research efforts have been accomplished in the final phase. Firstly, preparation and design of qualitative interviews targeting mainly pupils without visual and hearing impairments based on the index of inclusion to assess their learning achievements. Secondly, the investigator has conducted field research in a public primary school in Cambodia to deliver and collect qualitative data through semi-structured interviews and focus group discussions.
The interviews have provided narrative data elaborating interpretations on symbolic interactionism of skills formation in relation to obtained quantitative raw data and research pursued in the previous years. Qualitative methods applied in this final stage provide evidence in accurate ways of explaining the underlying processes and meanings of inclusive educational settings beyond preconceptions., 科学研究費助成事業 若手研究(B) 基金,研究期間 (年度)：2016-04-01–2020-03-31, 16K17427},
 title = {Dynamics of Skills Formation through Inclusive Education of Primary School Children without Disabilities in Cambodia},
 year = {2019}
}